Planning The Use of Cue Cards in Cycle Two

73 The rules of the game were almost similar to the previous one. The students sat in a group that consisted of four people. Every group got a set of cards. A set of cards consisted of 25 pairs of cards. The total of the cards in one set of the card game were 50 cards. After the cards were shuffled, the cards were distributed to each member in the group. However, not all cards were distributed. In the beginning, each member of the group only got four or five cards. The remaining cards were put in the center. The card game required the students to have interaction with their friends. This game involved the students to use the Expressions of Giving and Responding to Compliments. To play this game, one of the members gave a compliment to another member using the clues provided in the card. If the member who was asked had the same card, the one who produced the compliment gave the cards to the one who was asked. The one who got the cards gave the response. If the students asked, did not have the same card, he or she could not get the card. Meanwhile the one who produced the compliment took a new card from the remaining ones in the center. The winner of the games was the one who could collect the twin cards the most. Figure 4.3 A Cue Card for Expressions of Giving and Responding to Compliments [cool] car 74 Figure 4.3 is the example of the cue card used in the Expression of Giving and Responding to Compliments. On this cue card, there would be a picture and two words. The word above the picture was the adjective while the word below the picture was the noun. Both the words were related to the picture. This is the illustration of the interaction. Figure 4.4 The Illustration of the Conversation In situation 1, student A gave an expression of compliment to student B using the clues “cool” and “car.” In situation 1, student B had the card which contained picture of car, the words “cool” and the word “car.” Therefore, student A gave the card to student B. Student B received the card while giving the response. In situation 2, student A gave an expression of compliment to student B u sing the clue “cool” and “car.” In situation 2, student B did not have the card which consisted of picture of chain, the words “cool” and the word “car.” Therefore, student B did not receive the card and prepared another reason to respond to it. Meanwhile, student A took a new card from the remaining card in the center. Situation 1 Student A : What a cool car Student B : It’s kind of you to say that. Get the card from student A Situation 2 Student A : What a cool car Student B : Yes, you are right, but this is not mine exactly. It is John’s car. Student A : Take a card from the remaining card in the center 75 After finishing the game, the researcher asked the students about the game whether or not they enjoyed game. The students responded positively. They enjoyed the game because it was fun and interesting. The students admitted that they could understand the Expression of Giving and Responding to Compliments better. 2 Second Meeting Continuing the first meeting, the objective of second meeting was the students could practice the Expression of Giving and Responding to Compliments in the daily conversation. In the beginning, the researcher reviewed the previous meeting. Most of the students remembered the previous material but they failed to make Expression of Giving and Responding to Compliments in the form of “how.” After the students remembered on how to make Expression of Giving and Responding to Compliments properly, the researcher continued the next activity in the Scientific Approach. It was associating activity. The researcher gave examples of Expression of Giving and Responding to Compliments in Bahasa Indonesia to some students. Most of the students did not respond to the expression. There were a few students who said “Terimakasih.” After asking some students, the researcher asked the whole class to compare the Expression of Giving and Responding to Compliments in Indonesian and Western cultures. There was one student who answered that sometimes he felt uneasy if he responded to compliment. He was afraid if the other people thought that he was